ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading);3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle;3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. sea floor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Physical-Interactions of Energy and Matter
Social Perspectives- Natural and Human Induced Hazards
Context of Lesson:
This lesson transitions into the last concept of the unit which is volcanoes. Information on their formation at plate boundaries and hot spots as well as the various eruption types will be covered. The students will then research and build a foldable on the three types of volcanoes. This will link into plate boundaries world map with the homework on what type of volcanoes form at which plate boundaries.
Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall/Reorganize prior knowledge of volcanoes
DOK 2- Organize and represent data into a foldable
Prerequisite Knowledge
Concept of magma in the layers of the earth being able to move through the plate boundaries to form volcanoes.
Plans for Differentiating Instruction
Visual representation of various form of volcanoes as well as samples of rock from various explosion types.
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
Materials
paper, pencil, notebook, blackboard, chalk, textbook, world map of plate boundaries, sample rocks, scissors, Volcano Worksheet
Objectives:
-understand the differences between the volcanoes, how they form and explode
-the various ways in which rocks are formed or altered by volcanoes
-relate volcanic activity to plate boundaries and hot spots
Instruction
Opening
-Daily teaser
-peer edit the paragraphs from last nights homework assignment
-field questions on concepts from the homework that are brought up
Engagement
-Go over the formation of volcanoes and the various ways in which they erupt
-Ask questions on the types of rock produced from volcanoes or in the vicinity of volcanoes. Sample Questions: The lava that flows out of the eruption will cool into which type of rock?Rock near the pipe of the volcanoe may be changed into which type of rock? How else could a volcano create rock types?
-students get into their lab groups of three to build a foldable on the various types of volcanoes (shield, cinder cones, and composite) This will help them with the homework assignment.
Closure
-Review volcano concepts by asking questions of the students. Sample Questions: What is one difference between the two ways volcanoes erupt?What is the order of the structures in a volcano that lava passes through as it moves towards earths surface?
-Volcano Worksheet to identify and link the type of plate boundary with the types of volcanoes found along them.
Assessment:
-foldable on volcano types
-map of plate boundary/volcano relations with types of boundaries and volcano types
Lesson Title: Volcanoes
State Standards(GSEs):
ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patternsESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading);3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle; 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. sea floor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Physical-Interactions of Energy and MatterSocial Perspectives- Natural and Human Induced Hazards
Context of Lesson:
This lesson transitions into the last concept of the unit which is volcanoes. Information on their formation at plate boundaries and hot spots as well as the various eruption types will be covered. The students will then research and build a foldable on the three types of volcanoes. This will link into plate boundaries world map with the homework on what type of volcanoes form at which plate boundaries.Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall/Reorganize prior knowledge of volcanoesDOK 2- Organize and represent data into a foldable
Prerequisite Knowledge
Concept of magma in the layers of the earth being able to move through the plate boundaries to form volcanoes.Plans for Differentiating Instruction
Visual representation of various form of volcanoes as well as samples of rock from various explosion types.Accommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
paper, pencil, notebook, blackboard, chalk, textbook, world map of plate boundaries, sample rocks, scissors, Volcano WorksheetObjectives:
-understand the differences between the volcanoes, how they form and explode-the various ways in which rocks are formed or altered by volcanoes
-relate volcanic activity to plate boundaries and hot spots
Instruction
Opening
-Daily teaser-peer edit the paragraphs from last nights homework assignment
-field questions on concepts from the homework that are brought up
Engagement
-Go over the formation of volcanoes and the various ways in which they erupt-Ask questions on the types of rock produced from volcanoes or in the vicinity of volcanoes.
Sample Questions: The lava that flows out of the eruption will cool into which type of rock? Rock near the pipe of the volcanoe may be changed into which type of rock? How else could a volcano create rock types?
-students get into their lab groups of three to build a foldable on the various types of volcanoes (shield, cinder cones, and composite) This will help them with the homework assignment.
Closure
-Review volcano concepts by asking questions of the students.Sample Questions: What is one difference between the two ways volcanoes erupt? What is the order of the structures in a volcano that lava passes through as it moves towards earths surface?
-Volcano Worksheet to identify and link the type of plate boundary with the types of volcanoes found along them.
Assessment:
-foldable on volcano types-map of plate boundary/volcano relations with types of boundaries and volcano types
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page